The Effectiveness of Online Versus In-person Library Instruction on Finding Empirical Communication Research

Silk, Kami J.; Perrault, Evan K.; Ladenson, Sharon; Nazione, Samantha

doi:10.1016/j.acalib.2014.12.007

Cited by 21 publications

(19 citation statements)

References 12 publications

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“…The treatments did not appear to significantly increase posttest scores when adjusted for pretest scores at either experiment location. Though previous research has shown the effectiveness of interactive online training modules and workshops (e.g., Silk, Perrault, Ladenson, & Nazione, 2015;Sitzmann et al, 2006), enhancing GA pilot knowledge and skills in a short amount of time remains complex .…”

Section: Discussionmentioning

confidence: 99%

VFR-into-IMC: An Analysis of Two Training Protocols on Weather-Related Posttest Scores

Keller¹,

Carney²,

Xie³

et al. 2017

Journal of Aviation Technology and Engineering

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According to the Aircraft Owners and Pilots Association Air Safety Institute, 264 accidents were identified as continued visual flight rules (VFR) into instrument meteorological conditions (IMC), during the past ten years. Approximately 89% of those VFR-into-IMC accidents were fatal, causing hundreds of deaths. VFR-into-IMC has been a major concern for the general aviation community, prompting focused efforts. Research, data analyses, outreach, training, and education are recommended practices to address risks associated with VFR-into-IMC. Researchers of the current study sought to evaluate the cause and effect relationship between two training protocols and weather-related posttest scores. A pretest-posttest experimental design was utilized at two testing locations. Participants were randomly assigned to one of three groups: a control group, an interactive online training group, or an interactive workshop group. An analysis of covariance was used to determine whether there was a significant difference between mean posttest scores among the experimental groups while controlling for pretest scores. The treatments did not appear to significantly increase posttest scores after controlling for pretest scores, at either experiment location. Though the results of this study did not yield anticipated findings, much was learned and potentially helpful to general aviation researchers seeking to mitigate VFR-into-IMC encounters. Recommendations for future research and practices are discussed.

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Section: Discussionmentioning

confidence: 99%

VFR-into-IMC: An Analysis of Two Training Protocols on Weather-Related Posttest Scores

Keller¹,

Carney²,

Xie³

et al. 2017

Journal of Aviation Technology and Engineering

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“…Of the 33 studies, 21 provided data on participants' views (Anderson & May, 2010;Beile & Boote 2005;Burhanna, Eschedor Voelker & Gedeon, 2008;Byerley, 2005;Churkovich & Oughtred, 2002;Gall, 2014;Goates et al, 2016;Holman, 2000;Kaplowitz & Contini, 1998;Koenig & Novotny, 2001;Kraemer, Lombardo & Lepkowski, 2007;Lantzy, 2016;Nichols, Shaffer & Shockey, 2003;Nichols Hess, 2014;Schilling, 2012;Shaffer, 2011;Silk et al, 2015;Silver & were included -ca 50% attrition in FtF and 59% in online.…”

Section: Study Qualitymentioning

confidence: 99%

“…Of the 33 studies, 17 included mean IL test scores with standard deviations and could be included in the meta-analyses (Alexander & Smith, 2001;Anderson & May, 2010;Beile & Boote, 2005;Brettle & Raynor, 2013;Churkovich & Oughtred, 2002;Germain, Jacobson & Kaczor, 2000;Goates, Nelson & Frost, 2016;Greer, Hess & Kraemer, 2016;Lantzy, 2016;Mery, Newby & Peng, 2012a;Shaffer, 2011;Silk, Perrault, Ladenson & Nazione, 2015;Swain, Weightman, Farnell & Mogg unpub. ;Vander Meer & Rike, 1996;Walton & Hepworth, 2012;Wilcox Brooks, 2014).…”

Section: Study Qualitymentioning

confidence: 99%

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

Weightman¹,

Farnell²,

Morris³

et al. 2017

EBLIP

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212017 Weightman, Farnell, Morris, Strange, and Hallam. This is an Open Access article distributed under the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -Evidence from systematic reviews a decade ago suggested that face-to-face and online methods to provide information literacy training in universities were equally effective in terms of skills learnt, but there was a lack of robust comparative research. The objectives of this review were (1) to update these findings with the inclusion of more recent primary research; (2) to further enhance the summary of existing evidence by including studies of blended formats (with components of both online and face-to-face teaching) compared to single format education; and (3) to explore student views on the various formats employed.Methods -Authors searched seven databases along with a range of supplementary search methods to identify comparative research studies, dated January 1995 to October 2016, exploring skill outcomes for students enrolled in higher education programs. There were 33 studies included, of which 19 also contained comparative data on student views. Where feasible, metaanalyses were carried out to provide summary estimates of skills development and a thematic analysis was completed to identify student views across the different formats.Results -A large majority of studies (27 of 33; 82%) found no statistically significant difference between formats in skills outcomes for students. Of 13 studies that could be included in a metaanalysis, the standardized mean difference (SMD) between skill test results for face-to-face versus online formats was -0.01 (95% confidence interval -0.28 to 0.26). Of ten studies comparing blended to single delivery format, seven (70%) found no statistically significant difference between formats, and the remaining studies had mixed outcomes. From the limited evidence available across all studies, there is a potential dichotomy between outcomes measured via skill test and assignment (course work) which is worthy of further investigation. The thematic analysis of student views found no preference in relation to format on a range of measures in 14 of 19 studies (74%). The remainder identified that students perceived advantages and disadvantages for each format but had no overall preference.Conclusions -There is compelling evidence that information literacy training is effective and well received across a range of delivery formats. Further research looking at blended versus single format methods, and the time implications for each, as well as comparing assignment to skill test outcomes would be valuable. Future studies should adopt a methodologically robus...

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“…The continued need for librarian instruction and support highlights the toolkit's usefulness as an aid to, rather than a replacement for, expert consultation and training. Use of online instructional tools has been noted as an effective supplement to face-to-face instruction, particularly when the tasks to be learned are executed in an online environment [13]. We found these online tools facilitated users' appreciation for librarian support and expertise, and expedited the training and consultation process.…”

Section: Discussionmentioning

confidence: 78%

Lost in Translation: Supporting learners to search comprehensively across databases

Parker

Neilson

2015

J Can Health Libr Assoc

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Introduction: Health sciences librarians play the key role of expert searcher for knowledge synthesis research projects. When students and trainees conduct systematic reviews as academic assignments, academic librarians train learners to search comprehensively for evidence in multiple sources. Description: The authors created an electronic toolkit with handouts and a video tutorial to support instruction on translating search strategies to various databases. Outcomes: The toolkit was well received by users, who provided constructive feedback and reported an increase in comfort with translating searches. Refinements based on the assessment results will improve the tools and supplemental resources will address some gaps in coverage. Most users still expressed the need to consult with a librarian for further training and review of their searches. Discussion: Trainees who need to conduct their own comprehensive searches for academic work will benefit from a variety of training tools to suit different levels of experience and learning styles. Electronic instructional resources such as handouts and videos can effectively supplement hands-on training and feedback from a health sciences librarian.

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The Effectiveness of Online Versus In-person Library Instruction on Finding Empirical Communication Research

Cited by 21 publications

References 12 publications

VFR-into-IMC: An Analysis of Two Training Protocols on Weather-Related Posttest Scores

VFR-into-IMC: An Analysis of Two Training Protocols on Weather-Related Posttest Scores

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

Lost in Translation: Supporting learners to search comprehensively across databases

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